Editor's Focus, January 2009

Communication Teacher Expands Scope: It's Getting Bigger and Better!

In 1985, a prototype publication was presented to the membership of the Speech Communication Association. Its goal was to offer innovative ideas for teaching speech communication ranging from the K-12 through university level. Since its debut issue published in the fall of 1986, The Speech Communication Teacher has been true to its mission. In 1999, the name changed slightly to Communication Teacher - to both reflect and embrace the broadening nature of our discipline. Since its debut issue in 1986, Communication Teacher has published more than 800 innovative teaching ideas in more than 50 subject areas, from scholars within the 46 U.S. states and territories, as well as from "Canada, Japan, Kenya, Nova Scotia, and South Africa" (DeWitt, 2007, pp. 102-103). For more than two decades now, Communication Teacher has been a valuable resource for instructors who seek innovative teaching ideas to implement in their classrooms.

Thanks to the support of the National Communication Association's publication board and the Taylor and Francis publishing company, the journal has been allotted a considerable page number increase (from 108 to 256 pages per volume). Why? Essentially, we seek to broaden the scope to include additional types of practical resources for teachers. Beginning this year, the journal is expanding its scope to also include (1) semester-long teaching ideas and master syllabi, as well as (2) educational assessment (a.k.a., instructional communication/scholarship of teaching and learning [SOTL]) research. Moreover, we are making a conscious effort to broaden our editorial board membership to include a solid global presence, which, in turn, should broaden contributors and readership from countries beyond the United States.

Innovative teaching ideas remain a primary focus of Communication Teacher. For example, the first two issues for 2008 feature teaching innovations for a variety of communication courses. In one article, Lisa Waite (Kent State University) describes how rock music can help students understand fantasy theme analysis. In another, Matthew Barton (Southern Utah University) and Paul Turman (South Dakota Board of Regents) describe an activity to help students comprehend Steve Duck's relationship dissolution model by connecting the theory to their life experiences. Such innovative teaching ideas should be organized under the headings described in the Call for Manuscripts and should generally be limited to 1500 words or less.

Innovative semester-long projects, course approaches, or syllabi can also prove useful to readers of Communication Teacher. Here, we will publish manuscripts that describe, for example, effective models of courses that employ service-learning, problem-based learning, online learning, among others. In doing so, the journal will serve as a clearinghouse for sharing fitting teaching strategies as the field embraces new pedagogical strategies. Such innovative semester-long teaching ideas should be organized under the headings described in the Call for Manuscripts and should generally be limited to 2500 words or less.

Finally, teacher-scholars who are conducting rigorous educational assessment research projects now have a peer-reviewed national publication outlet dedicated to showcasing their results. These manuscripts, also often described as instructional communication or SOTL (scholarship of teaching and learning) manuscripts, should follow the structure detailed in the Call for Manuscripts, providing a solid argument well-grounded in research and conclusions that clearly extend what is currently known about the topic. Such educational assessment manuscripts should generally be limited to 8000 words or less.

Please consider sending your innovative teaching ideas or assessment projects to Communication Teacher. Even if you don't have something to send our way, take a look at the journal. I think you'll find it worthwhile.

Deanna Sellnow, Editor
Communication Teacher
Deanna.Sellnow@uky.edu
Dept. of Communication
University of Kentucky
Lexington, KY 40506

Reference
DeWitt, L. (2007). Making space for the practical: Defining the identity of Communication Teacher, 21(4), 102-106.